The document discusses oral language development and strategies for teaching oral language skills. It provides the following information: 1. It outlines features of the K-12 curriculum in the Philippines including being learner-centered, culture-responsive, standards-based, and integrating 21st century skills. 2. It discusses the importance of oral language for literacy development and describes how children learn to talk through exposure to language models, interactions, books, and encouragement to communicate. 3. It describes strategies for improving students' oral language including simplifying language, modeling language, offering choices, relating new concepts to familiar ones, and asking open-ended questions.

2. Oral Language Across
Languages

3. Features of the K to 12 Curriculum
DEPARTMENT OF EDUCATION
learner-centered,
inclusive, and research-
based
culture-responsive and
culture-sensitive,
integrative and
contextualized, relevant
and responsive
standards- and
competence-based,
seamless, decongested
flexible, ICT-based,
and global

4. 21st Century Skills
DEPARTMENT OF EDUCATION
1. Visual and
information
literacies
2. Media literacy
3. Basic, scientific,
economic and
technological
literacies and
multicultural
literacy
4. Global awareness
1. Creativity and
curiosity
2. Critical thinking
problem solving
skills
3. Risk taking
Collaboration and
interpersonal skills
1. Flexibility and
adaptability
2. Initiative and self-
direction
3. Social and cross-
cultural skills
4. Productivity and
accountability
5. Leadership and
responsibility
6. Ethical, moral and
spiritual values

5. Domains K to Gr. 3 Gr. 4 to 6 Gr. 7 to 10 Gr. 11 to 12
Oral Language
Phonological Awareness
Book and Print Knowledge
Alphabet Knowledge
Phonics and Word Recognition
Spelling
Fluency
Writing and Composition
Grammar Awareness
Vocabulary Development
Listening Comprehension
Reading Comprehension
Attitudes towards literacy, language and
literature
Study skills

6. Why oral language?
Language to Literacy Model
6
Reading
comprehension
Decoding
and spelling
Phonics
Phonological
Awareness
Martha Cummings, Ph.D.
CCC-S
Speech Pathology Australia
National Conference Alice
Springs 2002 Oral Language

7. How do Children Learn to Talk?
They require:
• Good speaking and listening models
• An interactive environment
• Exposure to books and games
• Encouragement to play and make believe
• An introduction to rhymes and songs
7

8. How do Children Learn to Talk?
• Encouragement to talk in a variety of situations
with a variety of people
• Repetitive language (eg. rhymes, stories)
• A purpose for talking
• An expectation to communicate and opportunities
to use and practice language
8

9. DEPARTMENT OF EDUCATION
Language Difficulties
• What is language delay?
– Acquisition of skills is behind peers but
developmental order is the same; remediable
• What is a language disorder?
– Difficulties or skills not seen in normal development;
may be remedied through therapy
• What is a language impairment?
– Deficit skills are not able to be remedied; lifelong
difficulties
9

10. DEPARTMENT OF EDUCATION
Causes
Hearing loss (eg. middle ear infections)
Genetic predisposition (ie family history)
Siblings talking for them
Language poor environment
Psychological (eg. trauma)
Intellectual or physical Impairment, Autism.
Cultural factors (ie English second language)
10

11. DEPARTMENT OF EDUCATION
How does language affect learning?
Language demands of the classroom
Language delays and disorders will impact
on all areas of the curriculum e.g. maths
concepts necessary for comparing and
categorising according to number, shape,
size
(ie. What is the number before 20, sort the elephants
from smallest to largest, sort the objects into groups
and name the categories)
11

12. DEPARTMENT OF EDUCATION
Strategies to Improve Language
Simplify
• Simplify your language when the child doesn't
understand
• This may require you to
– Re-word your instruction or question, focussing on one
information carrying element at a time
– Break down the question or instruction into more manageable
steps
Model and repair
• This is a positive way to stress the words or grammar
you want the child to learn
• Naturally include this in conversation
– For example:
– Child: Him felled down the stairs
– Adult: Yes. He fell down the stairs
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13. DEPARTMENT OF EDUCATION
Strategies to Improve Language
Offering a choice
• This technique significantly reduces the complexity of the response
• For example: Where’s Spot? (No Response) Is he under the chair or
table? (Table)
Focussing on important information
• The technique helps children identify the part of the request they
should be attending to
• For example: How are these flowers different? (Yes they are
different) What colour is this flower? (Red) And what colour is this
one? Etc
Relating unknown to the known
• The technique helps students to make meaning by activating prior
knowledge
• For example: The spaghetti is hard. How will it feel when it is
cooked? (I don’t know) Remember when we cooked the potatoes?
How did they feel?
Ask Open ended questions (not yes/no)
13

14. DEPARTMENT OF EDUCATION
Strategies to Improve Language
DO NOT:
• Ask another child the answer
• Challenge the response when it is wrong
(Why do you think that?)
• Say No
These responses affect a child’s self
esteem, they know they are wrong and
will gradually not participate. Stay with
the same child to get the answer by
providing prompts/strategies.
14

15. DEPARTMENT OF EDUCATION 15
Learning a new
language…..what is
involved?

16. DEPARTMENT OF EDUCATION
Here is what researchers say about learning a new
language…
16
We learn a language when
we listen and respond to
real messages…
Learning a language is not
about learning rules of
grammar or listening and
repeating words…
(adapted from Krashan, 2001).

17. DEPARTMENT OF EDUCATION
Best process for language learning:
First listening & responding in
action
Then speaking
Then reading and writing
17

18. DEPARTMENT OF EDUCATION
First listening:
Students learn a new
language best when they
listen and respond to
clear and interesting
speech in a
non-threatening situation.
Forcing them to speak
too soon and insisting on
correct pronunciation
and grammar hinders their
successful learning.
(Adapted from Krashan, 2001).
18

19. DEPARTMENT OF EDUCATION
Then speaking…
…meaningful speaking, together with
meaningful listening, helps students
become aware of the structure of the
language and helps them become
more competent in its use
(Cummins, 2001).
… oral proficiency in the target
language [is] of critical importance
for the development of …
reading comprehension among
third- and fourth-grade students…
(Droop & Verhoeven, 2003, pp. 78-103).
19

20. DEPARTMENT OF EDUCATION
Then reading and writing…
“Children's knowledge and
skills transfer across languages
from the mother tongue…
to the school language”.
(Jim Cummins, 2000)
20

21. DEPARTMENT OF EDUCATION
HOW?
TPR (Total Physical
Response)
to introduce oral L2 and or L3
21

22. DEPARTMENT OF EDUCATION
What is TPR & why does it work?
Early TPR activities provide learners with opportunities to
hear, see and respond to directions. Later TPR activities
provide the learners with opportunities to use the language
themselves but always in relaxed and enjoyable situations.
TPR allows learners to acquire L2/L3 vocabulary in a manner
similar to the way that they learned their first language.
All of the language in TPR is immediately understandable,
involves actions and allows learners to pass through a silent
period whereby they build a comprehension base before
being asked to speak.
(Adapted from Total Physical Response Storytelling, on the Internet.)
22

23. DEPARTMENT OF EDUCATION
Types of TPR
TPR-B (TPR using the body)
TPR-O (TPR using objects)
TPR-P (TPR using pictures)
TPR-S (TPR using stories)
23

24. DEPARTMENT OF EDUCATION
TPR sessions are divided into 2 parts:
1) Teacher and 2 student volunteers to
model the response to commands (25%
of the time)
2) Rest of the students respond to the
commands (75% of the time).
When they are ready, students can give
the commands themselves (taking turns
in small groups).
24

25. DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR - Body
• Teacher tells/demonstrate/
show the students to do
something with their bodies
(walk, sit, jump, turn around,
etc.)
• Teacher then ask 2 volunteers
to do the actions
• Students do the action
25

26. DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR – Object
• Teacher tells the students
to do something with
objects (pick up an object,
do something with it)
• Teacher, then teacher
and 2 volunteers to
demonstrate the actions
• Students do the actions
26

27. DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR - Drawing
• Teacher says directions to
draw something on the
chalkboard and
demonstrates the response
(draws as directed)
• Teacher says directions again
and volunteers demonstrate
the response
• Teacher says the directions again and several students
respond by drawing on the chalkboard while others
draw as directed in their exercise books
27

28. DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR-Picture: Listen and Point
• Teacher shows a picture to
teach new vocabulary words.
• Teacher says 2 short
sentences about something
in the picture.
• Teacher tells student to point
to the things in the sentence.
28

29. DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR-Picture:
Respond to questions
• Teacher shows a Big Picture
of a familiar setting.
• Teacher uses short L2/3
sentences to talk about
different parts of the picture.
• Teacher asks students short
questions, based on what was said.
Students respond to the questions.
29

30. DEPARTMENT OF EDUCATION
What kinds of TPR can we use?
TPR-S: Listen, then act out a story
Teacher introduces new
vocabulary in the story
Teacher tells the story
(4-5 sentences), with actions
and a lot of expressions.
Teacher tells the story again
and students act it out.
30

31. DEPARTMENT OF EDUCATION
When they are ready,
encourage children to start
giving directions to each other;
move to longer, more complex
activities.
31

32. DEPARTMENT OF EDUCATION